Expresses the belief that campus novels reflect the way English has been seen during recent years and comments that they form an important and entertaining treatment about the future of English as a subject of teaching. (DF)

Examines the teaching of poetry in Australian schools as it has been attempted in the past few decades and questions whether poetry teaching can be more successful even with the new understandings of language development and literary response. (HOD)

Four verbal snapshots, dated 1881, 1911, 1941, and 1971, suggest many of the changes that have occurred in the teaching of English during the past one hundred years. (RL)

Contends that unusual and off-beat books can stir student curiosity and put interest back in high school English classes. Discusses 11 such books and explains how they may be used. (FL)

Examines the past three decades of educational history to determine whether English teachers or textbook publishers dictate what goes into the English language arts curriculum. (RL)

An update of resources on in-service education that focuses on composition, stressing regional projects in the National Writing Project. (DD)

Records the dialog between Northrop Frye and a panel of teachers who quizzed him about the direct application of his theories to the teaching of English in elementary through university classrooms. (RL)

Examines the meaning of the word "history" as used in the common phrase "literary history" by critics and scholars. Asserts the differences between historical scholarship and literary history. Argues that the grounding activity of literary history is insulated from the relativism insisted upon by poststructuralist theorizing.…

Considers the teaching of grammar and its importance in the writing classroom. Examines what grammar is; why writing instruction has moved away from grammar; differing opinions regarding grammar and writing instruction; and grammar's place in the writing classroom of the new century. Argues that grammar must be applied to students' own writing.…

In its lifetime, the profession of language teaching has undergone many changes. Early attempts at language teaching almost entirely lacked a theoretical base. In the 20th century, however, two sets of language teaching methods emerged; the first set borrowed theories from psychology, linguistics, and sociolinguistics whereas the second set was…

This special journal issue recounts the first 74 years of the Illinois Association of Teachers of English (IATE). Sections discuss the following topics: (1) IATE's founders; (2) its association with the National Council of Teachers of English; (3) changes in the educational system over the 74-year period; (4) trends in English education during…

Noting that psychologist Lawrence Kohlberg's pedagogical approach is predicated on the classroom discussion of moral dilemmas, this paper suggests that its affinity to the teaching of literature, communication, and composition is a natural one. The first part of the paper offers a detailed explication of Kohlberg's stages of moral development,…

Reviews several objections to the use of computers in the English classroom, then describes three English programs. (FL)

The authors contrast the views of those who advocate a back-to-basics approach to language arts education with research findings on language arts basics. The authors are critical of the former, product centered approach which stresses conformity. Research supports an approach which is student centered. (Author/RD)

Examines three broad functions that underlie all use of language--language for learning (language as a representation of the world), language for living, and language for linking (connected discourse in context). Considers teacher knowledge of these language functions essential if the teachers are to guide student language acquisition. (RL)